Being a female academic under neoliberal evaluation: A systematic review

I Want to Be Both but Is That Possible?”: Communicating Mother-Scholar Uncertainty during Doctoral Candidacy

Javier Mula-Flacón, Cristina Cruz-González, Jesús Domingo Segovia and Carmen Lucena Rodríguez

Research Evaluation, 2021, vol. 30, issue 4, 552-562

Abstract: The current academic assessment system is drawing a scenario based on neoliberal values. It has contributed to the perpetuation of gender inequalities. This systematic literature review aims to synthesize the most relevant research on the impact of neoliberalism on the professional identity of female academics. For this purpose, a systematized bibliographic search was carried out in four different databases (Web of Science, Scopus, Education Resources Information Center, and Google Scholar), which yielded a total of 26 articles published in international journals. The results illustrate a research field dominated by the USA and the UK and a trajectory of growth in the literature in recent years. The emerging themes reveal some of the challenges faced by women academics in a neoliberal context. These obstacles may be external and even unconsciously imposed by women academics themselves. Motherhood emerges as one of the most influential aspects of their professional development. Furthermore, our findings explore various ways in which women academics reconstruct their identity in the face of systemic challenges. This manuscript culminates with a discussion of the impact that neoliberal values and their general consequences in the performance evaluation processes of academics have on women. Therefore, we provide a number of implications for professional practice and future lines of research.

Keywords: neoliberalism; higher education; evaluation; professional identity; gender; systematic review (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:oup:rseval:v:30:y:2021:i:4:p:552-562.

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